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The classroom use of online communic...

Alagbe, Agodi Florence.

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The classroom use of online communications in teaching and learning: A qualitative case study.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The classroom use of online communications in teaching and learning: A qualitative case study./
作者:	Alagbe, Agodi Florence.
面頁冊數:	137 p.
附註:	Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1535.
Contained By:	Dissertation Abstracts International59-05A.
標題:	Education, Technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9835127
ISBN:	0591885557

The classroom use of online communications in teaching and learning: A qualitative case study.
Alagbe, Agodi Florence.

The classroom use of online communications in teaching and learning: A qualitative case study. - 137 p.

Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1535.

Thesis (Ph.D.)--University of Southern California, 1997.

Purpose. This study investigated patterns of use, effect on roles and relationships, problems, and preparation needs posed by Internet use in four classrooms in two technology-rich inner-city middle schools. Two theories guided the investigation: constructivist learning theory was used to characterize student learning; and teacher decision-making was adapted to characterize instructional use of the Internet.

ISBN: 0591885557Subjects--Topical Terms:

1017498
Education, Technology.

The classroom use of online communications in teaching and learning: A qualitative case study.
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100 1 $a Alagbe, Agodi Florence. $3 1258270
245 1 0 $a The classroom use of online communications in teaching and learning: A qualitative case study.
300 $a 137 p.
500 $a Source: Dissertation Abstracts International, Volume: 59-05, Section: A, page: 1535.
502 $a Thesis (Ph.D.)--University of Southern California, 1997.
520 $a Purpose. This study investigated patterns of use, effect on roles and relationships, problems, and preparation needs posed by Internet use in four classrooms in two technology-rich inner-city middle schools. Two theories guided the investigation: constructivist learning theory was used to characterize student learning; and teacher decision-making was adapted to characterize instructional use of the Internet.
520 $a Methodology. Data sources were teachers, students, the classroom, lesson plans and student work. Data collection methods were observations and interviews. The data collection procedure comprised of preobservation teacher interviews, six observations in each classroom; interactive focus group student interviews, and post-observation teacher interviews. All interviews were tape recorded; observations were recorded using scripting and anecdotal notes.
520 $a Findings. Patterns of use of the Internet among students included using the Internet to search and access information, communicating via electronic mail with collaborative project partners, and creating web pages. Teachers used the technology to download lesson plans, and to identify relevant sites for students to minimize the amount of time spent on searches.
520 $a Major decision that teachers faced included: (1) classroom management with regard to ensuring equitable time and access to the computer for all students; (2) structuring multidimensional projects such that students were engaged in a task even when not directly interacting with computer; (3) productive use of cooperative grouping strategies; (4) authentic assessment processes.
520 $a Conclusions. A constructivist classroom environment supported students' use of the Internet; teachers' self perceptions of their teaching approach (constructivist/traditional) differed from their actual practice; students in the classroom where the teacher used modeling as an instructional strategy were more successful at use; groupings based on students' interest were more successful than those based on students' skills level.
520 $a Recommendations. This study can be used to stimulate discussion concerning (1) successful strategies to facilitate the integration of use of the Internet in classrooms to enable and empower the learner to seek, negotiate and construct knowledge; (2) the value of pre-determined site identifications for students versus the value of students' search and inquiry. Other significant contributions of the study include findings on restructuring implications of acquiring Internet access in classrooms, and how teachers use the school's computer lab to complement computers in the classroom.
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791 $a Ph.D.
792 $a 1997
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9835127